Which of the following descriptors applies specifically to gifted elementary school-age girls?

Gifted elementary school-age girls often demonstrate high career goals and exhibit confidence in articulating their opinions. This descriptor highlights the ambitious nature that many gifted girls possess, as well as their ability to express their thoughts assertively. Research indicates that such confidence can stem from their advanced cognitive abilities and strong self-perception, enabling them to set and pursue high aspirations for their future.

Additionally, this descriptor can be connected to the observations that gifted girls tend to be more engaged and self-assured in academic and extracurricular settings, driving them to aspire to careers that align with their talents and interests. Creating an environment that nurtures this confidence will further support their growth and aspirations.

Other descriptors do not align as closely with the characteristics typically associated with gifted girls. For instance, the notion that gifted girls have less social knowledge and are not well adjusted contradicts findings that suggest many are socially adept and capable of navigating complex social dynamics. Similarly, while influences from fathers or interests may vary among individuals, they do not specifically characterize the gifted girl experience in a consistent way.